Our Curriculum

At St. Michael’s we believe that a strong English curriculum should develop children’s love of reading, writing and discussion.  Our children have a wide range of opportunities to develop these skills for a variety of purposes across the curriculum.  We are passionate about reading and have placed books at the heart of our curriculum, identifying texts that can support the teaching of English and other curriculum areas.  We offer many opportunities for children to develop and explore their love of books, such as through trips and visitors and special reading weeks.  We have a nurturing culture where children take pride in their writing, writing clearly and accurately, understanding how they can adapt their style for a range of contexts, purposes and audiences.  We understand the importance of ensuring children have a secure basis in literacy skills, believing this is crucial to a high quality education which will give our children the tools they need to participate fully as a member of society.


We follow the Little Wandle Letters and Sounds Revised complete systematic phonics programme. 

In Nursery, children begin their phonics journey through the Little Wandle ‘Foundations for Phonics’ scheme. This includes carefully selected games and activities to help children build focused listening and attention skills which will support their phonics journey.

Children begin phonics lessons in their second week of Reception and have daily phonics lessons throughout Reception and Year 1.  In Year 2 children continue daily phonics lessons until they have completed the Little Wandle programme. Children then move on to the Little Wandle Year 2 Spelling programme.


The National Curriculum aims to ensure that all pupils:

  • Read easily, fluently and with good understanding
  • Develop the habit of reading widely and often, for both pleasure and information
  • Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
  • Appreciate our rich and varied literary heritage

At St. Michael’s we put reading at the heart of our learning to ensure that children have the opportunity to use reading for a range of purposes and develop a love of reading.  All classes dedicate time every day for sharing books, such as sharing picture books and having a class chapter book to share.

We have a systematic system of teaching reading.  In Nursery we use the Little Wandle ‘Love of Reading’ resources to support children’s early understanding of books. In Reception and Key Stage 1 we follow the Little Wandle reading system.  Children have three reading practice lessons a week.  In lesson 1 we work on decoding the reading book.  In lesson 2 we work on prosody, developing children’s confidence in reading fluently and with expression.  In lesson 3 we work on comprehension skills.  Reading books are carefully matched to children’s phonetic knowledge. Each Friday we welcome parents and carers into school to listen to their child read and celebrate their child’s success. Children take their reading practice book home each Friday.

Children continue to have reading practice lessons using Little Wandle until they have completed the programme. To continue developing comprehension skills, children in Key Stage 2 have three whole class guided reading lessons a week. In these lessons children explore texts in different ways such as through discussion, question and answer activities along with other recorded activities in books.

During their time in Year 2, children will begin to use the Accelerated Reader system to support in choosing appropriate level books to read.  Children continue to use Accelerated Reader throughout Key Stage 2. Children log on to the Accelerated Reader system at home and at school to take regular quizzes about the books they have read.  Children are given time to read these books every day at school and are also encouraged to read regularly at home.  Reading is celebrated every week in our celebration assembly, with reading awards being given out each week.

We are keen to work closely with parents and offer opportunities for parents to come in a share books with children in school and attend reading meetings to find out about how we teach reading at St Michael’s and how families can support with reading at home. Each Friday afternoon we invite parents of children in Reception, Year 1 and Year 2 to join their child’s class to read and we also offer ‘books for breakfast’ every Wednesday morning before school to share books and choose books to take home.


We have a well organised curriculum that offers links to our class themes to deepen children’s understanding across the curriculum and offer opportunities for vocabulary development.  We have a sequence to support planning a unit of English work that ensures children have the opportunity to get to know a text well and develop grammatical skills in context.

Children develop an understanding of different text types and writing for different purposes following a progression through Key Stage 1 and Key Stage 2. In Key Stage 1 children learn about writing to entertain and writing to inform. In Lower Key Stage 2 children continue these, along with writing to persuade. In Upper Key Stage 2 children continue to develop skill across these areas along with writing to discuss.  


In Reception, letter formation is taught using the Little Wandle Letters and Sounds scheme using formation phrases.  This includes lower case and capital letters.

In Key Stage 1 and Key Stage 2 we have weekly handwriting lessons to support understanding of correct letter formation.  We continue to encourage correct letter formation by using our ‘think pink’ pens in marking to identify letters that children need to practise. 


We use the Spelling Shed scheme throughout KS2. Children in Key Stage 2 have three spelling lessons a week.

In Spelling Shed lessons, children will continue to build on the firm foundations built whilst studying phonics in Early Years and Key Stage 1.  They will continue to break down spellings into the smallest units of sound and cluster them into syllables in order to read and write words efficiently.

Children will study words; word parts; their meanings and how this affects spelling.  There are lessons throughout the scheme that consolidate children’s knowledge of parts of words such as root formations, prefixes and suffixes.  Children will also learn the origin of words, exploring how the English language has, over time, borrowed and integrated words and spellings from a range of source languages.

Speaking and Listening

Opportunities for speaking and listening are built in across our Curriculum, ensuring there are opportunities for discussions in pairs, groups and as a class.  Children also have opportunities for learning and reciting pieces to the class and to the wider school, such as in class assemblies or church services.  Children are encouraged to explain their thoughts and ideas on a daily basis and develop an understanding of what makes a good listener.

We have a clear assessment schedule to monitor children’s progress in reading and phonics. 

We have staff meetings planned to look at English books as a staff, identifying areas of success and areas requiring further development.  The English subject leader also has a monitoring schedule looking at children’s work, reading with children and monitoring phonics assessments in YR and Y1 and carrying out phonics assessments for children in Year 2 and Key Stage 2.

Pupil voice and observations of children show that children talk enthusiastically about reading and writing and understand the importance of the subject.  Children love to talk about books and have opportunities to recommend reads for their friends.

All aspects of English are an integral part of the wider curriculum and skills learned in English lessons are used in other areas of learning to ensure that children gain an understanding of the importance of English in all curriculum areas.

Little Wandle Letters and Sounds

Little Wandle Programme Overview

The video above is the KS1 (Year 1 and Year 2) reading meeting Part 1: Phonics
This video above is the Reading Meeting part 2: Reading
This video above is the Reception Reading Meeting Part 1: Phonics


Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary in most forms of employment. A high-quality mathematics education, therefore, provides a foundation for understanding the world, the ability to reason mathematically and a sense of enjoyment and curiosity about the subject. 

At St Michael’s school our intent is to develop lively and enquiring mathematical mind-sets in our children so that they are self-motivated, confident and capable of solving problems in a variety of contexts throughout their lives.

We aim to sustain and develop in all children:

• confidence, understanding and enjoyment in mathematics; 

• awareness of relationship and pattern, and how these can bring about a clearer understanding of a situation; 

• an appreciation of mathematics as a means of communication through which they can analyse information and ideas; 

• the ability to work systematically where the task requires a careful accurate approach, as well as the ability to show imagination, initiative and flexibility where appropriate; 

• independence of thought and action as well as the ability to co-operate within a group; 

• problem solving skills and strategies; 

• the ability to use mathematics effectively as a tool in a wide variety of situations;

• sensible use of factual recall, mental and written methods and other mathematical aids.

 The National Curriculum for mathematics aims to ensure that all pupils: 

• become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems 

• can reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language 

• can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Expected Standard at the end of EYFS

Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently to 20 and develop a deep understanding of the numbers to 10; the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding – such as using a range of manipulatives – children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes. (Statutory Framework for the Early Years Foundation Stage 2021)

Expected Standard at the end of KS1

The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the 4 operations, including with practical resources [for example, concrete objects and measuring tools].

At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.

By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency.

Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1. (DfE 2021)

Expected Standard at the end of Lower KS2

The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the 4 operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.

At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number.

By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work.

Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word-reading knowledge and their knowledge of spelling. (DfE 2021)

Expected Standard at the end of upper KS2

The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.

At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.

By the end of year 6, pupils should be fluent in written methods for all 4 operations, including long multiplication and division, and in working with fractions, decimals and percentages.

Pupils should read, spell and pronounce mathematical vocabulary correctly. DfE 2021)

At St Michael’s school teaching of mathematics in Y2-6 is based on:- 

  • 4 – 5 main mathematics lessons a week (linked to a particular maths unit)
  • Mini mental maths lessons throughout the week (10-30 minutes long)
  • A clear focus on direct, instructional teaching with interactive and practical applications for both the whole class and smaller ability groups.

In YR mathematics teaching is taught through a daily 20 minute group activity on the week’s theme. Adaptation is given through questioning and follow ups. In the classroom there is a maths area where children are able to use the resources during their independent learning. Maths is also encouraged in all areas of play and learning. Teachers ensure that the maths objectives (example knowing 1-10) are embedded through teaching and talking about the maths in all contexts for example, 5- what it looks like, sounds like, 5 on the clock, 2 and 3 make 5, 5 take away 2 is 3, number bonds to 5 etc). Numberblocks is also used alongside White Rose maths to enhance learning.

At the start of Y1 mathematics is taught in a similar way to YR with a mini whole class input and then carefully thought through provision activities whilst the teacher works with smaller groups on maths activities taken from white rose. As the year progresses the maths lessons become more structured with half class focused teaching whilst the other half completes independent math challenges related to their current unit of work. These ensures in-depth teaching and a practical application of independent work.

The curriculum is delivered by class teachers. All work is adapted where needed to order to give appropriate levels of work. Flexible grouping is used to ensure no child gets left behind in their learning. Each class teacher takes responsibility for their own year(s) planning. Planning is based upon the National Curriculum (2014) and White Rose Scheme yearly plan, which is altered to suit St Michael’s termly structure. The yearly long term plan informs medium term plans and subsequently written weekly planning. Class teachers are responsible for the relevant provision of their own classes and individually develop weekly plans which give details of learning objectives and appropriate adapted activities. Although planned in advance, they are adjusted on a daily basis to better suit the arising needs of a class and individual pupils. Whilst we use the White Rose scheme and base the learning on their small steps, teachers individualise each unit to their own classes needs.

We carry out curriculum planning for mathematics in 2 phases. We use the White Rose long-term plan (altered to meet our school’s term times) to then create our own short-term plans. Our mathematics curriculum is delivered in EYFS using the Early Years Learning goals and the Mathematics Programmes of Study as tools alongside the White Rose scheme to ensure appropriate pace, progression and coverage of the subject. This coverage is reviewed continually by class teachers and planning is adjusted accordingly to ensure appropriate coverage of all mathematical strands. Once children understand a mathematical concept, they are then required to solve problems and carry our investigations to deepen their conceptual understanding while also becoming more sophisticated in their Mathematical approach.

All mathematical lessons start by going over the learning objective for the lesson. Following this there is a mental warm up (and in KS2 a mathematical vocabulary word of the day). There is then a practical input with direct teaching. Children are then given a chance to practise the skill with some fluency questions (referred to in class from yr2+ as ‘give it a go’ questions before moving onto applying the skill in a problem solving/reasoning context (referred to in class from yr2+ as ‘problem solving’ questions). Each section is adapted in order to allow children to progress through each stage at their own levels.

In Year 1 the language of ‘give it a go’ and ‘problem solving’ is used by the teacher alongside the symbols but may not be used on paper based work till later in the year. All classrooms have a number of mathematical, age appropriate resources. Resources which are not used or required regularly are stored centrally and accessed by teachers at the beginning of a unit. Each classroom has a maths display relating to the current work.

The impact of mathematics at St Michael’s is assessed daily through book checks, at the end of each unit via short unit assessments and half termly using summative assessments.

Teachers will use the unit assessments to record children’s attainment against individual national curriculum objectives which are recorded on the individual class assessment document. Teachers will use the half termly summative tests to award each child a ‘Point in Time’ assessment level accordingly. These will be recorded on Pupil Asset (our school management information system).

The subject leader for maths will also assess the impact of mathematics teaching through:

  • Lesson observation
  • Pupil interviews
  • Planning and work moderation.

Reviewed 17/10/23: Ailsa Stock

At St. Michael’s we encourage children to be inquisitive and believe the science curriculum fosters a healthy curiosity in children about our universe and promotes respect for the living and non-living.  We believe science encompasses the acquisition of knowledge, concepts, skills and positive attitudes. Throughout the programmes of study, the children will acquire and develop the key knowledge that has been identified within each unit and across each year group, as well as the application of scientific skills. We ensure that the Working Scientifically skills are built-on and developed throughout children’s time at the school so that they can apply their knowledge of science when using equipment, conducting experiments, building arguments and explaining concepts confidently and continue to ask questions and be curious about their surroundings. 

In line with the 2014 National Curriculum for Science, we aim to ensure that all children:

  • Develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
  • Develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
  • Are equipped with the scientific skills required to understand the uses and implications of science, today and for the future.
  • Develop the essential scientific enquiry skills to deepen their scientific knowledge.
  • Use a range of methods to communicate their scientific information and present it in a systematic, scientific manner, including I.C.T., diagrams, graphs and charts.
  • Develop a respect for the materials and equipment they handle with regard to their own, and other children’s safety.
  • Develop an enthusiasm and enjoyment of scientific learning and discovery.

We have developed our science curriculum so that by the end of their time at St Michael’s children have covered all the primary content set out in the National Curriculum.  In Key Stage 1 science is taught in year groups and in Key Stage 2 we have a rolling program so that the year 3 and 4 content is covered in Lower Key Stage 2 and the year 5 and 6 content is covered in Upper Key Stage 2.   

Throughout Key Stages 1 and 2, children have a weekly Science lesson, covering a unit of Science each half term.  The subject leader has developed unit plans for each of the science units taught to ensure coverage of the national curriculum and consistency in the key knowledge taught in each unit.  The subject leader has also developed a progression in skills and relevant areas are included in the unit plans.  The KS2 units are colour coded here into green for year A and blue for year B to show the units that will be taught in a particular year.  The units children will cover are:

Children in EYFS are taught using themes for each half term.  The teachers have linked science knowledge that will be taught in each theme.  These areas will be built upon as children move into Key Stage 1.  In EYFS there is an emphasis on hands on learning where children have the opportunity to experience and investigate, asking questions and thinking about what they see.

Teachers use the Science unit plans to develop sequences of lessons using a range of resources. Suggestions for key texts are given on the unit plans.

Working Scientifically skills are embedded into lessons to ensure these skills are being developed throughout the children’s school career and new vocabulary and challenging concepts are introduced through direct teaching. This is developed through the years, in-keeping with the topics.  Our progression in skills grids assist teachers in being clear on the development of different scientific skills and where they fit in to our curriculum.

Outdoor Explorer lessons in Key Stage 1 provide a good opportunity for children to apply knowledge they have learnt in science lessons, especially in the areas of plants, seasonal change, humans including animals and living things and their habitats. 

In lessons teachers use formative assessment to identify areas that children will need practice in following lessons in a particular unit of work.  At the end of each unit of work, teachers assess children’s skills and knowledge of the unit to identify children working towards the expected level, at the expected level or those children working above the expected standard.  These assessments identify areas that children will need to continue to develop or particular areas that the class will need further support. 

The subject leader will monitor the impact in a variety of ways, including looking at children’s work, learning walks, discussions with children (pupil voice) and monitoring assessment.

A successful approach to science at St. Michael’s means that:

  • Children are engaged with, enjoy and are enthusiastic about science in our school.
  • There is a clear progression in learning across the science curriculum.
  • Children’s work reflects our curriculum covering all the science units we teach.
  • Children are ready for their next steps as they move on to high school.
  • As children move through the school they show increasing independence in using equipment, leading investigations and choosing methods of recording.

A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing.’ (National Curriculum 2014 – Appendix A)

At St Michael’s, we aim to prepare and empower pupils to flourish as confident citizens now and in the future. What better way to do this, than enabling them to learn a language that can give them the key to unlocking, with confidence, other parts of the world around them. It’s important for our children to learn about a wide variety of cultures and beliefs and explore the world and people around them. At the school, we have very few pupils who have English as an additional language so the teaching of another language and the appreciation of what it takes to learn another language is very important. We hope that early acquisition of French will facilitate the learning of other foreign languages later in life with the aim to prepare children for the KS3  language curriculum to enable them to transfer confidently and successfully. We also hope that they develop a love of language which can set the foundation for other learning at school and beyond.

We teach French across Key Stage 2. The school uses the Mr French scheme of work to support the teaching and learning of French. This method makes children discover, play, sing, move, think and interact with each other.  The 5 skills, (listening, understanding, speaking, writing and reading) are all present. With entertaining animations, the topics are adapted for children and motivate them to learn French while having fun!  

Mr French provides clear progression for the development of speaking and listening as well as language acquisition. There are resources to increase the confidence of teachers and empower them to deliver lessons enthusiastically and with the skills they need. They also provide the children with a range of learning opportunities where they get to practise their skills of both written and spoken language.  In Mr French there is a lot of repetition which is necessary when children learn a new language. Each week they review what they have previously learnt so they won’t forget. We encourage children to ‘give it a go’ and not worry about getting anything wrong or ‘sounding silly’. We as teachers model this so they can see the stages of initially trying and perhaps not getting it ‘quite right’ but continuing to practise and see the difference. We find that by upper key stage 2, some children can become quite self conscious about this type of thing but by learning ‘with them’ they begin to feel more at ease. 

Through the teaching of Spanish at St Michael’s:

  • Children will be able to communicate with each other in French.
  • Children will become aware that a language has a structure, and that the structure differs from one language to another.
  • Children will develop their language through development of the four key skills of speaking, listening, reading and writing.
  • Children will enrich their language learning by developing an understanding of French culture.
  • Children will learn language skills that can be applied to a range of languages.
  • Children will transfer to KS3 effectively and successfully and will be well prepared to continue and develop their language skills.

At St Michael’s school it is out intent that children become masters of computing to enable themselves to achieve their dreams and thrive in a life filled with technology. Technology has become key to modern day living and most children will start school having already been in daily contact with a form of computer. We will ensure that all children will leave Year 6 with a strong sense of how to use technology positively, responsibly and safely. We want our pupils to be creators, not consumers, and our curriculum encompasses digital literacy, information technology and computing science to reflect this. It is our aim that all of our children have a solid foundation of these 3 strands of computing and nurture analytic, problem solving minds which they can continue to use as world technology updates around them.

It is also our aim for children to understand the complexities and implications associated with technology. As a school we model positive technology use and recognise the importance of education in shaping happy, healthy and respectful digital citizens.

Our intent mirrors that of the computing national curriculum:

“ The national curriculum for computing aims to ensure that all pupils:

• can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation

• can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems

• can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems

• are responsible, competent, confident and creative users of information and communication technology.”

(DfE, 2013 Computing programmes of study: key stages 1 and 2 National Curriculum in England). 

We implement our computing curriculum with a focus on 3 key areas as set out by the national curriculum. Each term focus on a different strand. Digital Literacy is taught in Autumn, Information Technology in Spring and Computer Science in Summer.

At St Michael’s Computing is taught alongside Purple Mash’s computing scheme of work. Purple Mash units are picked by the subject leader and placed on the long term plan which is based on a 2 year rotation. Teachers then follow the scheme’s planning (alongside its skill progression document) making changes if needed for their individual classes and pupils. The only exception is Year 1’s first unit which is not purple mash and focuses on children being able to independently use a laptop as we have found many of our children do not have regular access to these outside of school.

In EYFS and nursery children use the classroom’s interactive whiteboard and discuss the technology around them.

Children access practical tasks using personal Purple Mash logins, where possible children access their own laptop or complete tasks in pairs.

Opportunities are also given to practise their computing skills in other curriculum areas and children regularly access laptops to help with reading and times tables. There are also discrete opportunities throughout the year for whole school computer focus, for example Internet Safety Day in February. The school is also developing Digital Leaders: children who work alongside teachers, parents and other pupils to enhance computing inside and outside of the school.

The impact of Computing at St Michael’s can be seen through teacher assessment of both saved work on purple mash as well as discussions with children during lessons. The impact is also checked by the subject leader through:

– professional discussions with members of teaching staff

–  pupil interviews

– lesson observations

– moderation of teacher assessment and pupil’s saved work.

Reviewed 17/10/23: Ailsa Stock

At St Michael’s we value each child as an individual and through Outdoor Explorers we aim to provide a nurturing space where children have the opportunity to develop resilience, confidence, independence, motivation, co-operation, social skills and communication in a safe environment.  We believe that a close connection with nature can support all children’s wellbeing and offer opportunities for all children to achieve, whatever their needs and starting points.  We want children to understand and be passionate about the role we can all play as caretakers of our world, developing their understanding of our local habitat and how to look after and nurture it.  

Outdoor Explorer lessons are taught in Key Stage 1 with activities linked to the seasons of the year.

Whilst we ensure our Outdoor Explorers sessions are full of opportunities for child led learning we also appreciate the importance Outdoor Explorers plays in PSHE and other areas of the curriculum.  

Children need to ensure they have the following items for Outdoor Explorers:

  • Wellington boots all year around
  • Waterproof trousers and jacket all year round
  • In warmer weather: sun hat and sunscreen
  • In colder weather: a warm coat; warm hat, warm socks and gloves
  • A spare pair of socks

We measure the impact of Outdoor Explorers in several ways including using pupil voice, observations and photographs of children working in Outdoor Explorers.

Across the school the impact of Outdoor Explorers will be seen by children’s understanding of their wellbeing, being able to talk about and use strategies they can use if they are feeling anxious or stressed in other situations.

In addition, case studies have shown that regular Outdoor Explorers Sessions can support children to:

  • Develop self-regulation skills
  • Build resilience
  • Gain a sense of achievement
  • Increase motivation and concentration
  • Improve problem solving
  • Expand their vocabulary and communication skills
  • Feel empowered and have new perspectives
  • Build positive relationships with adults and peers
  • Have overall improved wellbeing and mental health

The teaching of geography is a chance for children to discover and understand the world whilst using many skills from other subjects:

“A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives” (National Curriculum in England: geography programmes of study – key stages 1 and 2, DfE 2013)

At St Michael’s our intent for the teaching and learning of geography is to provide our children with a firm foundation of our world’s geography and inspire them to be curious, life-long learners of the subject. We aim to provide opportunities for children to explore parts of the world that they haven’t seen and understand the ways in which different countries, cultures and societies work. Through investigative learning we hope to encourage the children to ask, and answer, questions about the world and discover the physical and human features of our planet.

Our curriculum is designed to develop knowledge and skills that progress throughout the key stages to ensure we continuously build on the children’s knowledge and set them up well for future learning.


The national curriculum for geography aims to ensure that all pupils:

• develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes

• understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time

• are competent in the geographical skills needed to:

  •  collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
  • interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
  • communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.”

(National Curriculum in England: geography programmes of study – key stages 1 and 2, DfE 2013) (National Curriculum in England: geography programmes of study – key stages 1 and 2, DfE 2013)

At St Michael’s School geography is taught every other half term through weekly lessons. The same unit is taught across a key stage with adaptation for the separate year groups to ensure a progression of learning and skills.

The school has a progression of skills document and yearly overview for Geography outlining the units covered by each class from Y1-Y6. Each unit has a unit plan created by the subject leader which outlines the different national curriculum objectives that should be taught as well as links to reading and key vocabulary needed. Class teachers then create medium term plans for their weekly lessons from these unit plans.

The Early Years Foundation Stage (EYFS) follows the ‘Development Matters in the EYFS’ guidance which aims for all children in reception to have an ‘Understanding of the World; people and communities, the world and technology’ by the end of the academic year.

The local area is utilised to encourage outdoor learning and where a unit focuses on different areas, trips or visits by experts are sought out where possible. We also strive to ensure our geography teaching is cross-curricular by making links with other subjects. For example, writing about a different country in English or learning about art from other cultures and continents in art lessons.  

The impact of our geography teaching can be measured through:

  • learning walks and professional dialogue with teachers and pupils
  • images and/or videos of children’s practical learning
  • moderation of books
  • Class teacher assessment at the end of a unit of work.
  • Observing children’s enthusiasm and curiosity through conversation.

Reviewed 17/10/23: Ailsa Stock

As a Historian, it is important to understand the history not just of the world, but also that of Britain and our local area. It is about understanding how one element of the past influenced the next, and how these have impacted our lives today. Our History curriculum at St Michael’s is designed to inspire pupil’s curiosity about the past and what we can learn from it. Pupils will gain clear knowledge and understanding of their world and the chronology of events that have led us to where we are at today, as outlined in the National Curriculum 2014. Our curriculum ensures that pupils can recall key facts and information, whilst also developing their historical enquiry skills. This is achieved through the analysis and interpretation of a range of information sources, along with continual questioning opportunities.

In KS1 and KS2, History is taught in 3 half termly blocks over the year so that children achieve depth in their learning, covering 3 different units of history each year.  We have developed a 2 year rolling program for KS1 and a 4 year rolling program for KS2.  These units are taught through weekly history lessons and link to our class themes, enabling effective cross curricular links.  The units that children will cover in KS1 and KS2 are:

KS1 – Children will study the following units
Significant individualsEvents beyond living memoryChanges within living memory
Explorers: Neil Armstrong and Christopher ColumbusEarly aeroplane flightHomes through time
Florence Nightingale, Mary Seacole and Edith CavellThe great fire of LondonSeaside holidays in the past
Children in Year 2 will also have a special week learning about the gunpowder plot in Autumn 2.
KS2 – Children will study all of the following units over their time in KS2
The MayansRoman BritainAnglo Saxons and ScotsRoyalty
The VictoriansAncient EgyptWorld War IIChanges in Britain from the Stone Age to the Iron Age
Ancient GreeceThe VikingsCrime and punishmentLeisure and Entertainment

The subject leader for history has identified the skills, knowledge and key vocabulary of each unit and consideration has been given to ensure progression across units throughout each year group across the school.  By the end of year 6, children will have a chronological understanding of British history from the Stone Age to the present day.  They are able to draw comparisons and make connections between different time periods and their own lives.

We engage and enhance our children’s opportunities through educational visits and visitors as these play a key role in helping children to understand history in the context of real life.  The local area offers many rich opportunities for supporting the teaching of history, such as our local heritage centre, the local Roman Dig and the history of our own school.  In the surrounding area we have many opportunities for school trips linking to our history units.

In lessons teachers use formative assessment to identify areas that children will need practice in following lessons in a particular unit of work.  At the end of each unit of work, teachers assess children’s skills and knowledge of the unit to identify children working towards the expected level, at the expected level or those children working above the expected standard.  These assessments identify areas that children will need to continue to develop or particular areas that the class will need further support. 

The subject leader will monitor the impact in a variety of ways, including looking at children’s work, learning walks, discussions with children (pupil voice) and monitoring assessment.

A successful approach to history at St. Michael’s means that:

  • Children are engaged with, enjoy and are enthusiastic about history in our school.
  • There is a clear progression in skills across the history curriculum as children move through the school.
  • Children’s work reflects our curriculum covering all the history units we teach.
  • Children are ready for their next steps as they move on to high school.
  • Teachers are supported by having the opportunity to work together in planning teams to share ideas and resources.
  • Children across the school have the opportunity to take part in a history focused school trip each year.

At St Michael’s we understand that Design and Technology helps children to deal with tomorrow’s rapidly changing world.  Design and Technology should provide children with a real life context for learning. At St Michael’s, children receive a Design and Technology curriculum which allows them to exercise their creativity through designing and making. The children are taught to combine their designing and making skills with knowledge and understanding in order to design and make a new product. The children will also develop their use of technical vocabulary. In Design and Technology lessons, children will be inspired by engineers, designers, chefs and architects to enable them to create a range of structures, mechanisms, textiles, electrical systems and food products with a real life purpose. Correct equipment will be chosen and used accurately by the children and methods will be carefully selected to match the task.

Our Design and Technology curriculum is designed by identifying the key skills, knowledge and understanding required by the National Curriculum. This is then planned to ensure that the skills are taught sequentially across the key stages and that new skills build on and develop those taught in previous year groups.

At St Michael’s the children have one block of Design and Technology lessons each term, linking to their topic where possible.  When teaching Design and Technology we ensure that we always follow the design, make, evaluate cycle. The design stage is rooted to real life, relevant contexts to give meaning to the children’s learning. The children always have a design criteria to follow when designing and making their product. During the making stage, children are given the opportunity to use a variety of tools and are taught how to use these safely. The progression of skills is mapped out across the school to ensure that the children build on previous knowledge and skills taught. When evaluating, the children evaluate against their original design criteria.

Evidence of the design, make and evaluate stages are collected in children’s books and photos are used where appropriate.

Our Design and Technology curriculum enables and encourages our children to become critical thinkers and problem solvers. Through Design and Technology our children learn to take risks, become resourceful and innovative. Children at St Michael’s learn to be passionate and excited by the designing and making of products including working with, preparing and tasting food. Learning is assessed through the analysis of the children’s ability to design, make, evaluate and improve their own work.

The impact of Design Technology is measured in a variety of ways including pupil voice, observations, book looks, photos and the products they design and make.

The National Curriculum for music aims to ensure that all pupils:
• Perform, listen to, review and evaluate music
• Be taught to sing, create and compose music
• Understand and explore how music is created, produced and communicated.

At St Michael’s School the children gain a firm understanding of what music is. This is through listening, singing, playing, evaluating, analysing, and composing across a wide variety of historical periods, styles, traditions, and musical genres. We are committed to ensuring children understand the value and importance of music in the wider community and for their wellbeing.

At St Michael’s the children are taught a block of music each term by their class teacher. We use units from Sing Up supplemented with other resources.

Sing Up aims for every child to have access to high-quality, practical, and engaging musical experiences. We want all children to develop the self-confidence, skills, knowledge, and understanding to develop a lifelong love of music, whilst also providing a secure foundation that enables them to take music further should they wish to. We also want our teachers to enjoy teaching music and to feel empowered, armed with good subject knowledge and practical music making activities. Sing Up Music is designed and written by subject specialists. It sets out the skills, knowledge, and understanding to be gained by all pupils at each stage of learning, including the Early Years Foundation Stage. The units, from Nursery to Year 6 meet the requirements of the National Curriculum for Music, the suggested approaches of the Model Music Curriculum, as well as the Statutory Framework for Early Years Foundation Stage and Music Development Matters. The collecting of evidence to demonstrate pupil progress takes place each term.

During the spring term children in Year 4 the  are also taught how to play an instrument by a teacher from the Norfolk Music Hub.

At St Michael’s School children are provided with opportunities beyond the National Curriculum to further and support their understanding. These include having visitors with a musical talent, and school productions. They also enjoy a variety of opportunities to sing in the community.

We measure the impact of music in many ways including video recordings, pupil voice and observations.

We measure the impact of music in many ways including video recordings, pupil voice and observations.

Across the school, the impact of music can be seen in the children’s enjoyment and enthusiasm when singing in whole school celebrations, their interest and response when listening to different styles of music and their confidence when appraising, performing or composing music.

At St Michael’s School we understand that Art and Design stimulates creativity and imagination. It provides visual, tactile and sensory experiences and a special way of responding and understanding the world. It enables children of all abilities to communicate what they see, feel and think through the use of colour, texture, form, pattern and different materials and processes.

At St Michael’s School we encourage children to explore ideas through the work of a range of artists. Through learning about the roles and functions with art, the children can explore the impact it has had on contemporary life and that of different times and cultures. The appreciation and enjoyment of the visual arts enriches all of our lives.

At St Michael’s School the children are taught a block of work each half term, linking to their topic where possible. The progression of skills are mapped out across the year groups so that the children continually build on previous learning. Our curriculum provides children with the opportunities to develop their skills using a variety of media and materials. Children study a range of works by famous artists to develop a knowledge of styles, this also provides cross curricular links. Each child in key stage one and key stage two have their own individual sketch book which follows them through the school and shows their progression. Children’s artwork is displayed around school to motivate and inspire others and to celebrate the pupils’ work. Every two years, the children have the opportunity to produce a piece of artwork which is displayed in a whole school art exhibition.

At St Michael’s the impact of art is measured in many ways including building a portfolio of examples of artwork from across the school, pupil voice, observations and sketch books.

Across the school, the impact of art can be seen in the children’s artwork which is displayed, the progression of skills shown in sketchbook work and the children’s final piece of art work and their knowledge of artists and their styles.

The children are also given opportunities and are encouraged to be reflective about their own and other’s work, with their responses showing their understanding and expected vocabulary.

As a Church of England School, we see it as our duty to give children and members of the school community the skills to maximise their engagement with the world around them, enable them to grow spiritually, emotionally, and personally, and develop the character and values which will serve them well in future life and support success. 

‘Religious education is primarily about enabling pupils to become free thinking, critical participants of public discourse, who can make academically informed judgements about important matters of religion and belief which shape the global landscape’ (Norfolk Agreed Syllabus 2019). 

RE aims to broaden children’s awareness, understanding and tolerance of different belief systems, cultures, and lifestyles worldwide, and to encourage and develop in pupils the skills required to interact peacefully with others they will meet in this changing world, who believe, think, and live differently.  

Our intent is to provide pupils with the opportunities to explore some of the key ideas and concepts of major religions and worldviews in a safe environment. Investigating and reflecting upon religious values and questions within the three disciplines of RE – theology (believing), philosophy (thinking) and human and social sciences (living) – within which are housed ten Age Related Expectations in each year group (see below).  

Age Related Expectations – https://www.dioceseofnorwich.org/schools/siams-re-collective-worship/religious-education/age-related-expectations/  

At St Michael’s, we develop pupils’ knowledge of Christianity, its values and its impact on citizens around the world while also investigating key concepts in other major religions and worldviews. We address fundamental questions concerning, for example, life as a journey, the existence of a creator deity and life after death.  

As a Church of England School, we believe that all children, whether they have a faith or not, and whatever their background or culture, deserve a rich, broad, and balanced RE curriculum with engaging opportunities to develop all pupils’ becoming moral, social, spiritual, confident, and aware individuals.  

We base our curriculum design on the research of four diocesan RE advisers — Jane Chipperton (Diocese of St Albans), Gillian Georgiou (Diocese of Lincoln), Olivia Seymour (Diocese of York) and Kathryn Wright (Formally of the Diocese of Norwich) – who developed the set of Age-Related Expectations that ‘enable pupils to hold balanced and well-informed conversations about religion and belief. Implicit within this is the study of a range of religions, belief systems and worldviews.’ 

The Aims of the Norfolk Agreed Syllabus 2019 

Is for children to: 

· To know about and understand a range of religious and non-religious worldviews by learning to see these through theological, philosophical, and human/social science lenses.  

· To express ideas and insights about the nature, significance, and impact of religious and non-religious worldviews through a multi-disciplinary approach.  

· To gain and deploy skills rooted in theology, philosophy and the human/social sciences engaging critically with religious and non-religious worldviews. 

Further objectives of teaching religious education in our school are to help children:  

· Develop an early understanding of self, God, and Christianity on the Foundation Stage. 

  • Develop curiosity and a deeper understanding of Christianity and other key religions such as Judaism, Hinduism & Sikhism. 

· Develop an awareness of spiritual and moral issues arising in their lives. 

· Develop knowledge and understanding of major world religions and value systems found in Britain (and across the world across KS2 (Key Stage 2)).  

· Develop an understanding of what it means to be committed to a religious tradition.  

· Be able to reflect on their own experiences and to develop a personal response to the fundamental questions of life set out in our curriculum. 

· Develop an understanding of religious traditions and appreciate the cultural differences in Britain (and across the world) today.  

· Develop investigative and research skills, and make reasoned judgements about religious issues.  

· Have respect for other people’s views, and celebrate the diversity in society. 

· Embed our Vision as a school. 

At St Michael’s school, we planned the RE curriculum in accordance with Norfolk Agreed Syllabus for RE 2019, in alliance with the Diocese of Norwich and SACRE.  

Click here for our long term overview

(Our curriculum was designed by John Neenan in collaboration with Dr Kathryn Wright) 

RE will follow an enquiry-based process of learning based around a Big Question to enable children to engage with and explore a key concept. To broaden their understanding we use resources such as artefacts, analyse holy texts and explore the impact of an idea on people’s lifestyles worldwide as well as making connections between the texts and real life and considering different interpretations, developing critical thinking while questioning whether a belief or idea is rational or reasonable.  

We enable children to develop a sound knowledge of Christianity as well as other world religions, and through this, we intend to develop within pupils, respect, and tolerance for other people worldwide.  

Children reflect on what it means to have a faith and to develop their own spiritual knowledge and understanding. We help pupils learn from religions as well as about religions.  

Children will have the equivalent of one hour a week of RE and some form of Collective Worship daily. Either as a school, in person or via Zoom, as a key Stage or Class.  

The impact of our RE is assessed using new assessment materials, which have been developed in line with the Age-Related Expectations. The Diocese of Norwich has developed these to work alongside the Norfolk Agreed Syllabus.  

Teachers will use these at the three assessment points during the year and award each child a ‘Point in Time’ assessment level accordingly. These will be recorded on Pupil Asset (our school management information system) along with the other Core Curriculum Subjects from September 2021. The impact of our RE curriculum and Collective Worship can also be measured through soft data. This might be in several different forms such as engagement with the church and wider community, pupil, and parental voice as well as children’s/adults’ general behaviours.  

Progression table for Religious Education skills

PE empowers our young people to flourish and gain confidence across the curriculum. Through PE, school sport and physical activity we develop the children to achieve ‘life in all its fullness’. PE provides our young children a range of holistic and physical abilities to aid them going forward in their lives.

GetSet4PE across ALL classes to deliver a consistent progressive PE Approach for all pupils covering.

Development of fundamental movement skills through key stage 1, which are built upon in key stage 2.

A wide range of opportunities to encompass outdoor activities, games, gymnastics, dance and athletics and competition.

We apply these learned skills in a variety of additional Physical activities to give a broad and balanced offer;

e,g. OAA, Dance, Yoga, Team Building and Athletics delivered to practice, consolidate and use the skills taught through GetSet4PE.

In EYFS, GetSet4PE covers 6 units linked to the Development Matters statements. Children have the opportunities to practices these skills in their shared outdoor areas. All the units provide children with the core skills and opportunities  that aim to set them up for future PE, movement and personal, social and emotional development.

Additional Activities

-Inter-school competitions and festivals for ALL children

-Celebration of sporting achievements in Collective Worship and put on the PE display.

-Extra-curricular sports clubs lead by school staff, e.g multi skills, running, football, basketball etc..

-Extra-curricular sports clubs lead by outside agencies, e.g Community Sports Foundation football.

Family learning day focussed on well-being of the mind and body.

Sensory circuits

– Daily movement, e.g running laps, Go Noodle, Cosmic Yoga

We measure impact through our Sports Premium review, through ‘point in time’ assessment by teacher measured against the learning objective and formative assessments. Assessments are tracked on GetSet4PE against the unit objectives and overall progression.

Our PSHE curriculum at St Michael’s aims to equip children with essential skills for life. It intends to develop the whole child through carefully planned lessons that develop the knowledge, skills and attributes children need to protect and enhance their wellbeing. Through these lessons,
children will learn how to stay safe and healthy, build and maintain successful relationships and become active citizens, responsibly participating in society around them. Successful PSHE curriculum coverage is a vital tool in preparing children for life in society now and in the future. Lessons in the PSHE curriculum have their foundations in seeing each and everybody’s value in society, from appreciation of others in units such as Diverse Britain, to promoting strong and positive views of self in Be Yourself.
As part of our PSHE curriculum we base a unit of lessons on the ‘Zones of Regulation’. The Zones of Regulation aims to teach children strategies to help them understand and cope with a range of feelings. Children learn to recognise different feelings and develop a range of supportive strategies to support children in remaining regulated and in seeking support. The zones of Regulation provides a common language for communication, problem solving and emotional understanding. The Zones of Regulation will support children in developing important life skills, such as resilience, talking about their feelings and having a bank of tried and tested strategies to support their wellbeing.

In the Autumn term our PSHE lessons in KS1 and KS2 develop children’s understanding of the ‘Zones of Regulation’. These lessons are based on the Zones of Regulation Curriculum by Leah Kuypers and adapted to meet the needs of children throughout the school. These lessons develop children’s understanding of emotions, talking about emotions and recognising steps they can take to support themselves. Children will continue to develop confidence in using the Zones of Regulation techniques taught throughout the year in the context of daily school life.

For the Spring and Summer terms we use carefully selected Twinkl unit plans to support the teaching of PSHE lessons. These take place on Wednesday afternoons and cover topics such as getting along with others and working as part of a team, understanding strengths, how we can build resilience, goals for the future and understanding diversity. We also have a variety of PSHE themed weeks throughout the year including mental health awareness week, safety week, money matters and careers week.

In KS1 children have the opportunity to develop many PSHE skills through practise in Outdoor Explorer lessons that take place throughout the year.

We measure the impact of PSHE in several ways including using formative assessment in lessons, children’s work, assessment at the end of PSHE units, pupil voice and observations.

Across the school the impact of PSHE will be seen by children’s understanding of their wellbeing, being able to talk about and use strategies they can use if they are feeling anxious or stressed in other situations. Children will understand how to get along with others and strategies to use when differences in opinion occur.

RSHE is learning about the emotional, social and physical aspects of growing up, relationships, sex, human sexuality and sexual health in an age and stage appropriate manner. 

It is our intent that It will equip children and young people with accurate information, positive values and the skills to enjoy healthy, safe and positive relationships, within which they value their sexuality and take responsibility for their health and wellbeing both now and in the future. We recognise the importance of RSHE in preparing children and young people to live safe, fulfilled and healthy lives. The objective of RSHE is to support children and young people through a journey of physical, emotional and moral development, through the teaching of essential knowledge, skills and values within the framework of the law, relevant provisions of the Equality Act, 2010 and through the teaching of the Christian perspectives on relationships and sex.  

Effective RSHE can make a significant contribution to the development of personal skills needed by pupils to establish and maintain relationships. RSHE will ensure children and young people are encouraged to understand the importance of stable, loving relationships, respect, love, and care in line with our Christian values. It also enables young people to make responsible and informed decisions about their health and wellbeing. 

RSHE will be approached through evidence-based, best practice principles to ensure the highest impact on improving pupil health, wellbeing, safeguarding and lifelong outcomes.  

The following principles are based on research evidence, supported by a wide range of leading organisations including NSPCC, Barnardo’s, The Children’s Society and education unions.  

As the Diocese of Norwich, we are committed to the RSHE which:  

▪ Is taught by staff regularly trained in RSHE (with expert visitors invited in to enhance and supplement the programme where appropriate)  

▪ Works in partnership with parents and carers, informing them about what their children will be learning and about how they can contribute at home  

▪ Delivers lessons where pupils feel safe and encourages participation by using a variety of teaching approaches with opportunities to develop critical thinking and relationship skills  

▪ Is based on reliable sources of information, including about the law and legal rights, and distinguishes between fact and opinion  

▪ Promotes safe, equal, caring and enjoyable relationships and discusses real-life issues appropriate to the age and stage of pupils, including friendships, families, consent, relationship abuse, sexual exploitation and safe relationships online  

▪ Gives a positive view of human sexuality, with honest and medically accurate information, so that pupils can learn about their bodies and sexual and reproductive health in ways that are appropriate to their age and maturity  

▪ Gives pupils opportunities to reflect on values and influences (such as from peers, media, faith and culture) that may shape their attitudes to relationships and sex, and nurtures respect for different views  

▪ Includes learning about how to get help and treatment from sources such as the school nurse and other health and advice services, including reliable information online  

▪ Respects gender equality and LGBT+ (lesbian, gay, bisexual, trans) equality and challenges all forms of discrimination in RSHE lessons and in every-day school life  

▪ Meets the needs of all pupils with their diverse experiences – including those with special educational needs and disabilities  

  • Seeks pupils’ views about RSHE so that teaching can be made relevant to their real lives and assessed and adapted as their needs change  


To see our RSHE policy please click here. The lesson plans are below:

Year R Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6

Year 1 Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6

Year 2 Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6

Year 3 Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6

Year 4 Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6

Year 5 Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6

Year 6 Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6

The majority of elements of the RSHE curriculum are a statutory requirement to teach to meet the June 2019 Government RSHE guidance and The Equalities Act, 2010.  

RSHE will be taught through a ‘spiral curriculum’. This approach means that pupils will gain knowledge, develop values and acquire skills gradually during their school years by re-visiting core themes to build on prior learning. RSHE will support the school’s commitment to safeguard pupils through an age-appropriate curriculum that prepares them to live safely in the modern world.  

Our intended RSHE curriculum is detailed below, but may vary in response to emerging issues and to reflect the rapidly changing world in which our pupils are living and learning. If this is the case parent/carers will be provided with appropriate notice before the amended programme is delivered. Where possible the curriculum will be complemented by themed assemblies, topic days and cross curricular links.  

We will be following ‘The Relationships and Sex Education (RSE) Solution’ Curriculum which has been developed by Educator Solutions. The children will have at least 6 lessons spread out over the course of the school year. Lessons will be taught in Year Groups and not classes so the material is age appropriate.   

Pupils’ learning will be assessed at the end of every topic to ensure that pupils are making sufficient progress to build on prior teaching and learning and that teaching strategies and resources remain relevant and effective. Assessment activities will be implicit, forming part of a normal teaching activity to ensure that pupils do not feel under pressure. There will be self-assessment tasks throughout the programme that will confirm pupils understanding of the topics. The evaluation of teaching and learning assessments will be shared with pupils and parents as appropriate.  

The quality of RSHE teaching and learning will be monitored through RSHE learning walks, team teaching and informal drop-ins conducted by subject leads and/or members of the senior leadership team. Governors will monitor the quality of provision, pupil progress and accessibility of the RSHE provision. Specific governor responsibilities are in section 38 and 39 of the RSHE Guidance. The observations and findings of which will be used to identify and inform future staff training and resource needs.